아동문학작품의 번역오류유형 분석을 통한 영어교육의 방향제시
Suggestions for English education through error type analyses of English-Korean translation in the children’s literary work
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The purpose of this study is to analyze errors of English-Korean translation in the children’s literary work Sing Down the Moon by Scott O’Dell and to suggest a proper way to reduce those errors in English translation education. First, some mistranslated parts in the book were identified, with some alternative translations suggested by comparing with the original work. Then, after combining the error types of five researchers’, Ko(1997), Cho(1999), Cho(2001), Kim(2003), and Woo(2006), the errors were newly classified into four types of errors associated with the translation of the book: mistranslation of words, mistranslation of phrases or sentences, content omissions, and content additions. The result of the analysis shows that there are a total of 76 cases of errors found in the translated book. The most frequent error found is mistranslation of the words with 32 cases (error rate of 42%), and the second is mistranslation of the phrases or sentences with 22 cases (29%). The error of content omissions with 16 cases (21%) is the next and that of content additions with 6 cases (8%) is the least. One of the most important tasks of a translation is the accurate delivery of the source information and/or message in the most natural target language in accordance with the purpose of translation. Translators should do their best to meet the equivalence of translation. To reduce those errors and improve translation competence, English teachers and teaching pedagogy should be more interested in teaching vocabulary and proper reading comprehension skills based on precise grammatical knowledge.
Abstract
The purpose of this study is to analyze errors of English-Korean translation in the children’s literary work Sing Down the Moon by Scott O’Dell and to suggest a proper way to reduce those errors in English translation education. First, some mistranslated parts in the book were identified, with some alternative translations suggested by comparing with the original work. Then, after combining the error types of five researchers’, Ko(1997), Cho(1999), Cho(2001), Kim(2003), and Woo(2006), the errors were newly classified into four types of errors associated with the translation of the book: mistranslation of words, mistranslation of phrases or sentences, content omissions, and content additions. The result of the analysis shows that there are a total of 76 cases of errors found in the translated book. The most frequent error found is mistranslation of the words with 32 cases (error rate of 42%), and the second is mistranslation of the phrases or sentences with 22 cases (29%). The error of content omissions with 16 cases (21%) is the next and that of content additions with 6 cases (8%) is the least. One of the most important tasks of a translation is the accurate delivery of the source information and/or message in the most natural target language in accordance with the purpose of translation. Translators should do their best to meet the equivalence of translation. To reduce those errors and improve translation competence, English teachers and teaching pedagogy should be more interested in teaching vocabulary and proper reading comprehension skills based on precise grammatical knowledge.
참고문헌 (50)
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